
Class 

Book 



COPYRIGHT DEPOSITS 



WORKS OF 
Frank Henry Selden. 
Cloth bound. Fully illustrated. 
Woodwork for Grades. $1.00 
Elementary Woodwork. 1.00 
Elementary Turning. 1.00 

Elementary Cabinetwork. 1.00 
Elementary Drawing, Pt. 1. .35 
Wood Finishing. .35 

Mechanical Science Methods. 

1.00 
Part One onely. .60 

Suggestive Courses. .35 



' Mechanical Science 
Methods 



BY 



FRANK HENRY SELDEN 

AUTHOR OF THE 
MECHANICAL SCIENCE SERIES 



The Maudslay Press 

p VALLEY CITY, N. DAK. CRANESVILLE, PENN. 






Copyrighted in 1917 by 
Frank Henry Selden 
All R.'GHts Reserved 



,7-23^7 

AUG 13 1917 

©CI.A470597 






PREFACE 

This text on methods of teaching Mechanical 
Science is a revision and elaboration of "Notes for 
Teachers" first published in 1908. The previous 
edition gives fairly complete directions for teaching 
this subject as practiced by those who have had op- 
portunity to study this system under the personal 
instruction of the author. This revision is necessi- 
tated by the large number of persons who are using 
the texts and wish complete methods of instruction 
and yet are unable to make a thoro study of this 
system under the personal directions of some one 
well experienced in teaching Mechanical Science. 

In writing a text on methods for a subject so new 
and unfamiliar as is the subject of Mechanical Sci- 
ence to most teachers and administrators it has been 
thought necessary to always keep this condition in 
mind. Because of this lack of knowledge of subject 
matter on the part of many who will use this text to 
gain information in regard to the Mechanical Sci- 
ence work, the author has included many state- 
merits and paragraphs that would, under usual con- 
ditions, not be found in a text on methods. 



4 MECHANICAL SCIENCE METHODS 

The Mechanical Science work has reached its 
present very important position thru such a de- 
termined effort on the part of theorists to prove 
that it could not succeed that it has been most 
thoroly winnowed with the result, at this time, 
that its methods and subject matter are as thor- 
oly established and as dependable as those of other 
subjects. The Mechanical Science work can be 
placed in any school in charge of a competent in- 
structor with as full assurance of success as can be 
the case with any other subject of the curriculum. 

Two arguments have been most persistantly 
used against this system. These arguments are 
mentioned because they persist even after every scin- 
tilla of sense has been taken from them by many 
actual demonstrations. The first is that the ex- 
ceptional success of the Mechanical Science work 
is due entirely to the exceptional personality of 
the author, and that no one else could follow his 
methods. The work of Mr. Seidell's pupils has 
unquestionably dcmonstiatcd that the methods he 
employs can be learned and used successfully by 
others. In fact his pupils get substantially as 
good results as he. 

The second argument against this system was 
advanced while Mr. Selden was emplyed in one 
of the great teacher training schools with only 
a private high school in which to demonstrate 
the work. "Such methods would not be possible 



MECHANICAL SCIENCE METHODS 5 

in the public schools" was the criticism. 

There are at this time teachers of Mechanical 
Science employed in every grade of the public 
schools from the smallest one room rural schools 
to the large special departments of city schools 
and the success of the system is fully sustained 
in all these various grades and under all these 
greatly varying conditions. 

In these schools the Mechanical Science work 
has displaced the work of every one of the schools 
usually considered as the leading schools in fitting 
teachers for the special lines of shop work, and in 
no case can it be found that either patrons, pu- 
pils, or administrators wish to return to the other 
systems of work. If this is not evidence enuf 
that the Mechanical Science work is practical and 
that it can be taught by any teacher who will 
make a reasonable effort to learn the system, then 
demonstrations must be considered useless. 

No doubt much of the criticism of this sys- 
tem results from not realizing that it is a develop- 
ment so far in advance of any other system as to 
be in a class by itself, and that it must be stud- 
ied from that standpoint and not by comparing 
it with some other system that may have some 
features that appear by superficial observation 
to be the same or similar. 

After all explanations have been given and one's 
best efforts put forth to understand the place in 



6 MECHANICAL SCIENCE METHODS 

school, and methods of teaching this subject; there 
will, no doubt, be statements that will not be under- 
stood and questions as to the propriety or possibility 
of using such subject matter and methods in the 
public schools. Should anyone reach that state of 
mind, they ought not to overlook the fact that the 
Mechanical Science work is now firmly established 
in a fairly large number of schools and that where- 
ever it has been permitted a fair trial it has given 
exceptionally satisfactory results. The wise course 
to pursue, therefore, in regard to matters of doubt 
would be to reserve final judgment until securing 
more complete information. Such information will 
be furnished freely by the publishers of the Me- 
chanical Science texts or by the author in response 
to personal letters stating definitely on what detail 
information is desired. 

A matter of interest and also of considerable im- 
portance to those who use this text is the fact that 
no longer are the Mechanical Science texts the work 
of only one person. Since " Notes for Teachers' 
was published the author has received much valu- 
able assistance from those using these texts and to 
his many faithful students who have aided in mak- 
ing the work what it now is he here records his 
sincere appreciation. To his present assistant, Mr. 
J. W. Wunn, who has given much time in assisting 
in the preparation of this text very personal ac- 
knowledgements are due. 



CONTENTS 



Preface 



Page 



General Methods 9 

Lessons Methods 21 

Lessons 1, 2, 3 

Finding the Problem 21 

Lesson 4 

Planing First Surface 28 

Lesson 5 

Making Tests 46 

Lesson 6 

Looking for Wind 73 

Lesson 7 

Face Marks 55 

Lesson 8 

Keeping Plane Sharp 56 

Lesson 9 

First Edge 57 



MECHANICAL SCIENCE METHODS 



Lesson 10 




Drawing Gage Lines 


59 


Lesson 11 




Planing to Width 


62 


Lesson 12 




Planing to Thickness 


64 


Lesson 13 




Laying off Spaces 


66 


Lesson 14 




Sawing 


68 


The Mechanical Science Series 


72 


Woodork for the Grades 


53 


Wood Finishing 


74 


Mechanical Drawing 


75 


Elementary Cabinetwork 


76 



GENERAL METHODS 

General Methods. Before taking up the study 
of methods as applied to the teaching of specific 
lessons, we may profitably consider some features 
that apply to the Mechanical Science work as a 
whole. No doubt some of these general methods 
would be better understood after completing a 
study of the lessons in detail, yet a careful study of 
these fundamentals which cover the general policy 
of the work will aid much in understanding the 
specific methods as applied to each lesson. Per- 
haps the better way will be to make an honest effort 
to understand these general suggestions as a pre- 
liminary to the specific methods and then after com- 
pleting them review these. 

In What Grades. After some years of teaching 
shopwork to high school pupils this author was very 
thoroly grounded in the opinion that the use of 
bench tools could not be successfully undertaken 
below the seventh grade, except by "overaged" 
pupils of lower grades. Circumstances, however, 
led to experiments with lower grades with demon- 
strations of the following facts and a most emphatic 



10 MECHANICAL SCIENCE METHODS 

change of opinion. Because of these actual tests in 
lower grades this author is now advocating the 
teaching of Mechanical Science in the fifth grade. 

Fits the Pupil. The first lessons in bench work 
are determined by the principles to be first taught 
and this determines the tools and materials quite as 
much as the nature of mathematics determines that 
pupils shall learn to count before they can learn to 
add or subtract, that they shall learn to read and 
write figures before they can set down and solve 
problems in addition and subtraction. 

We further realize that altho persons of any age 
may learn to count or write yet the habits of society 
are such that it is much easier or more expedient to 
learn these things at an early age. The boy of six- 
teen wants to do larger problems and always is 
restive if held to thoroly learning to count and read 
and write at that age, if by some chance he has 
neglected these things up to that time. It is much 
the same with pupils in the school shop when the 
work is made a definite study and fundamental 
scientific principles are to be learned. 

Fifth Grade Best. By beginning the work in 
the fifth grade all these small but essential details 
are out of the way by the time the pupil has reached 
that period of ambitious restlessness common to the 
seventh and especially the eighth grade. Pupils of 
these grades should have the problems of planing 
and sawing so thoroly mastered as to avoid further 



MECHANICAL SCIENCE METHODS 11 

instruction on these subjects. They should be able 
to do all their planing and sawing quite as well as 
average mechanics, permitting their efforts to be 
directed to the study of more advanced problems. 

The seventh and eighth grades will then be able 
to take up problems of considerable difficulty with 
confidence of success. They will also have acquired 
considerable speed which will permit making proj- 
ects of large size if the instructor or pupil has oc- 
casion to make use of such projects. Seldom, if 
ever, can this be accomplished except when the 
work is begun in the fifth grade. If the teacher 
permits the making of large projects in the eighth 
grade by pupils who have recently begun the work 
the result is in substantially all cases a failure to 
solve the problems, an inferior piece of workmanship 
and a very discouraged pupil. 

Much to be learned. One reason why objection 
is made to beginning in the fifth grade is that the 
amount to be learned is greatly underestimated. 
Sometimes the Mechanical Science texts are criti- 
cised because of taking so much space to teach the 
simple processes of planing and sawing. Such 
criticisms have, however, always come from those 
who have had no experience in teaching shopwork as 
a science. Those who understand the scientific 
method in shopwork realize that the amount of 
matter in the text is not too large, and many have 
definitely criticised the texts by pointing out how 



12 MECHANICAL SCIENCE METHODS 

they may be improved by additional information and 
directions and especially in the first lessons. 

As each lesson is studied in detail it will become 
evident to the most skeptical that the amount to be 
learned up to the making of the first mortise and 
tenon is altogether too large to be learned in two 
years by pupils in these grades. 

Amount of time. Closely related to the question 
of time of beginning the work is that of amount of 
time to be devoted to each recitation. Like the 
question of when to begin, we will understand much 
better how much time to assign after we have 
mastered the lessons. 

We need a rather clear understanding of two 
factors, the subject matter and methods, before we 
can answer this question, and a clear definite 
knowledge of these two factors would leave little 
room for doubt or discussion. It is, therefore, 
probably best to state the reasons for the assign- 
ment of time which experience has found desirable 
in a rather dogmatical manner and trust to the 
further study of the lessons to make the reasons ap- 
pear justified. 

Much Time Necessary. The amount to be 
learned leaves no question in regard to the amount 
of time necessary. The pupil ought to have a 
workable knowledge of the fundamental principles of 
working solid materials at the completion of the 
eighth grade. There is a pretty well defined 



MECHANICAL SCIENCE METHODS 13 

amount of subject matter to be gone over to ac- 
complish this end. This cannot be covered suc- 
cessfully in less than thirty minutes a day for fifth 
and sixth grades and forty-five minutes a day for 
seventh and eighth grades. 

Daily Recitation Necessary. The shop recita- 
tion in Mechanical Science is not a matter of taking 
up a piece of material and continuing a process, but 
the taking up of a problem and continuing its solu- 
tion. All teachers know what would happen in 
arithmetic if pupils were given problems too long to 
be solved in one recitation held but once a week. 
However long the shop recitation within the possible 
limits of school time it is not long enuf for the solu- 
tion of the problem. There is, therefore, but one 
possible arrangement of time for the best work and 
that is to have the recitation recur every day. 

The author has been so circumstanced as to be 
obliged to try various plans and the results have in- 
variably led to the same conclusion, that recitations 
less often than every day lead to inferior work: be- 
cause pupils forget what they were studying and at- 
tempting to understand at the previous recitation. 
This leads to working blindly and carelessly and 
mere attempting to complete the project with little 
or no effort to study the lesson. This has resulted 
in some cases in the total abandonment of proper 
methods of work and in almost nothing of value 
being accomplished by the pupils. 



14 MECHANICAL SCIENCE METHODS 

Fatigue. Another very important matter for 
consideration is that of fatigue. There can be no 
question whatever in regard to the length of time 
pupils of the various grades can work with reason- 
able earnestness. If the time is more than forty- 
five minutes for fifth grade pupils, as it must be if 
work is not given each day, they become fatigued 
and either drop to a low degree of effort or become 
disorderly. This soon creates habits that gradually 
extend over the entire shop period rendering any 
reasonable study of Mechanical Science impossible 
and leading to the substitution of questionable in- 
ducements to keep up an appearance of interest. 

Habits. Of great, if not a paramount impor- 
tance, is the value of the formation of proper habits 
in study and in work. It is very doubtful if any 
teacher can accomplish much in habit formation by 
weekly recitations. There can be no question but 
that the daily recitation in Mechanical Science can 
be made a most powerful factor in establishing very 
desirable habits in both work and study. 

Presenting Lesson. From what has been said it 
is evident that the lesson must be presented as 
definite problems, each with a definite solution. 
This will be much better understood after studying 
the methods of teaching each lesson. It is sufficient 
at this time to mention this fact which is one of the 
fundamental features of the Mechanical Science 
work. 



MECHANICAL SCIENCE METHODS 15 

Demonstration Bench. If the work is to be a 
series of definite problems instead of "getting some- 
thing done", then the demonstration bench can 
have no place in the school shop. That a demon- 
stration bench is certain to make imitators, rather 
than students, of the pupils is but one of many 
reasons why it should never be used. That no 
teacher of Mechanical Science would ever think of 
giving a class demonstration is so evident as to 
make the discussion of its use at this time entirely 
unnecessary. 

Teachers of other systems who are studying the 
Mechanical Science work will find their best answer 
to the question of discarding the class demonstration 
in a study of the methods of presenting each lesson. 
Such a study of the subject matter to be taught 
must soon make clear the fact that it cannot be 
presented by a demonstration of any sort. 

Proper Attitude. Successful teachers of other 
subjects realize the necessity of establishing a 
proper attitude in study and this is no less essential 
in the study of Mechanical Science. The same 
principles of teaching apply in teaching this subject 
as in other subjects. The chief difficulty appears to 
be that in our haste to make a showing in the physic- 
al product we fail to get clearly in mind to what the 
pupil's attention is to be directed. No one will 
question but that such an error on the part of the 
teacher of any other subject would result in failure 



16 MECHANICAL SCIENCE METHODS 

and we must realize that such an error in teaching 
Mechanical Science is quite as certain to defeat the 
purpose for which the subject is taught. 

Lessons Are Problems. The teacher of Me- 
chanical Science must realize that the lessons are 
problems quite as much as the lessons in arithmetic. 
If the teacher of arithmetic should encourage pupils 
to see how much blackboard they could cover or 
how fancy they could make their figures he would 
certainly find his pupils learning little arithmetic, 
and when the teacher of shopwork directs the at- 
tention of the pupil to the physical product or con- 
siders the usefulness of the project there will like- 
wise be little study of the problems and little 
learned. 

The lessons as planned tend to encourage an 
attitude of study rather than that of making some- 
thing, but improper methods or carelessness in 
teaching may fail to utilize this feature of the prob- 
lems. In fact, even tho the lessons are primarally 
problems and not projects, incompetent instruction 
may emphasize the project to the neglect of the 
problem. 

Emphasize Each Problem. It, therefore, is 
evident that competent instruction necessitates 
such a complete knowledge of the details of indi- 
vidual problems as will give facility in calling the 
pupil's attention to each and an insistance that each 
be actually studied and learned. 



MECHANICAL SCIENCE METHODS 17 

It is not enuf to insist that the pupil plane cor- 
rectly. That would be like telling the beginner in 
arithmetic to work the problem correctly. The 
teacher of shopwork must be able to discover what 
particular problem in planing the pupil is attempt- 
ing incorrectly and center the pupil's efforts on that 
one problem. If this is done, and then the proper 
instruction given, the pupil is practically certain to 
solve the problem and cannot avoid developing the 
attitude of study and interest in what he is learning 
rather than thinking of the completed article. 

Reporting to Parents. As these problems arise 
from day to day he is quite certain to tell his 
parents of his difficulties and successes. A very few 
such reports are pretty certain to interest his pa- 
rents in the real values in his work and develop in 
them a correct attitude that will even go beyond 
that of the pupil, because the more mature the mind 
the more it will appreciate the larger values. The 
parent will soon cease to ask the child what has been 
made and instead ask what has been learned. When 
we consider that the lessons are sufficiently numer- 
ous to permit of one being learned each day we can 
easily understand one of the reasons why the Me- 
chanical Science work can create so much greater in- 
terest than the making of projects that are the same 
one problem day after day and often week after 
week until the pupil is thoroly tired of the task be- 
fore he is able to see that he has accomplished any- 



18 MECHANICAL SCIENCE METHODS 

thing that he is sure of with always the possibility 
of defeat in the end. And when thus defeated it 
is a total and serious defeat that may cause the 
pupil to discontinue shopwork or leave school. 

Influence of Parents. Sometimes the attitude 
of the pupil is greatly influenced by parents who 
have by some means been given erroneous ideas in 
regard to the shopwork. To change this influence 
is not always an easy task. Perhaps the better way 
is to go patiently ahead and trust to the results con- 
vincing parents that you are using the better 
methods. This should require but a brief time for 
accomplishment, for if you are really teaching the 
children something worth while their parents will 
find it out. 

Practical Work. The casual observer of the 
Mechanical Science work sometimes criticises the 
projects used as not being practical, as not interest- 
ing the pupils and as not fitting them for industrial 
employment. That this is purely the result of 
superficial observation is absolutely certain for there 
is an abundance of evidence that no other line of 
public school shopwork can show by actual records 
of pupils such large values in this respect. The 
Mechanical Science work wherever taught is a stand- 
ing challenge to all other systems to show as large 
values in fitting pupils for actual industrial life. 

Reasonably Expected. That this practical value 
should be expected is but reasonable when we con- 



MECHANICAL SCIENCE METHODS 19 

sider the fundamental character of the instruction, 
the intense interest it arouses, and the masterly 
manner in which the projects are completed. 

Psychology. After all the demonstrations of 
this work, after all its successes in school and out, 
we are sometimes asked if it is in harmony with the 
theories of modern psychology. There can be at 
present but one answer to this question and that 
answer is that modern psychology has no definite 
theories in regard to the Mechanical Science work. 

The author has kept pretty closely in touch with 
what has been done along these lines since making a 
special study of the best that was afforded in his 
senior year over thirty years ago and can state with 
the utmost confidence based on actual knowledge of 
facts that modern psychology has utterly failed to 
make use of such subject matter in its experiments 
as can be relied upon to yield dependable informa- 
tion in regard to this subject. 

An Open Question. So far as modern psy- 
chology is concerned it has nothing at present to 
offer worthy of consideration in regard to the 
methods of teaching or the values in training the 
mind of the use of the science of working solid ma- 
terials as a subject of study in any grade in any 
kind of school. The question of the place of Me- 
chanical Science in the school curriculum as deter- 
mined by the application of psychology remains en- 
tirely an open question and must continue to so re- 



20 MECHANICAL SCIENCE METHODS 

main until those who are making investigations 
along this line are able to make use of proper sub- 
ject matter in their experimentations. 

Some Data. On the other hand, teachers of 
Mechanical Science have accumulated a consider- 
able amount of very reliable data indicating that 
the study of a subject so fully in harmony with 
the nature and interests of a pupil tends to im- 
prove the entire mentality of the pupil, not only 
in such subjects as are closely related to shop work 
but in all subjects. This does not mean simply 
the forming of general habits of study or mental 
action, but a strengthening of the entire mentality 
for any work properly required of it. 

Not the "Formal Discipline Theory". This is 
not the place for a discussion of this question, 
yet we must not overlook the fact that the gen- 
eral building up of the mental powers resulting 
from the use of such subject matter as is con- 
tained in the Mechanical Science work is an 
entirely different process from that which is at- 
tempted by the use of a subject for the purpose 
of formal discipline. 

That the proper study of Mechanical Science 
does strengthen the mind for all lines of proper in- 
tellectual effort has been demonstrated to a suffi- 
cient extent to make a denial of this statement 
simply to exhibit a lack of information in regard 
to this subject as a factor in education. 



MECHANICAL SCIENCE METHODS 21 



LESSON METHODS 



An Introduction. Lesson I. may be called an 
introduction to the shopwork. It is not to teach 
about lumber or lumbering, but rather to take the 
attention of the pupil by connecting up with what 
he already knows and prepare him to enter upon the 
line of thinking which is to follow. Because of this, 
no drill on this lesson should be given. It contains 
no facts essential to the work except, possibly, the 
name and illustration of a crosscut saw. This name 
should be sufficiently enforced to cause the pupil to 
understand the impropriety of applying the name 
"crosscut saw" to the hand saw which he will use 
for crosscut ting later in his work. 

Studying Woods. The suggestion that infor- 
mation about woods will be gathered a little at a 
time as different woods are used leads to the next 
lesson in which some observations are made. 

The teacher ought always to keep in mind that 
in the shop only those facts about wood affecting its 
use as a material of construction should be consi- 
dered. In the first lessons only those facts of im- 
mediate importance should be considered. 



22 MECHANICAL SCIENCE METHODS 

Knowledge Should be Orderly. The shop is not 
a place for studying anything and everything. 
Knowledge to be worth the getting must be held in 
the mind in an orderly manner. This cannot be 
done unless it is put in in an orderly manner. To 
discuss the characteristics of wood such as the shape 
of the pine leaves at this time is a mere memory 
task and of no value were it to be retained which it 
likely would not be. The shape of leaves should be 
learned as a part of the study of the growth of trees 
and taken up from that standpoint by a proper ap- 
proach in a properly arranged course in this branch 
of botany. Gained in this manner, the pupil would 
not only retain the information in a usable form but 
would be in a position to add to his knowledge much 
more with little effort. 

It is extremely doubtful if ever the poorly and 
illogically imparted information which can be given 
as side talks in the shop consumes less time than a 
properly arranged course giving all the information 
that would be given in such talks together with the 
necessary additional facts essential to the logical 
study and understanding of the topics. 
g38As to the matter of interest, there can be no ques- 
tion but that the logical treatment by a separate 
course will result in a much greater interest as well 
as in larger values in all other respects. If we are 
careful to distinguish between interest and curiosity, 
we will discover that the shop teaching of unrelated 



MECHANICAL SCIENCE METHODS 23 

matter gains curiosity only, that it seldom, if ever, 
leads to interest in the subject. 

Let it, therefore be understood that in all the 
shopwork only such facts about materials as bear a 
logical relation to the shopwork in the working of 
those materials are to be discussed in shop reci- 
tations. 

A Tool for Use. The pupil wants to make his 
piece smooth. He is, therefore, interested in such 
features of the plane as he needs to know to ac- 
complish that result. His interest in the plane is as 
a tool to use and not as a specimen to study. Be- 
cause there is no interest in the plane, make no at- 
tempt to study it at this time. Do not mistake the 
curiosity of some pupil for interest. Every part of 
the plane will at some future time have an interest 
for the pupil because of some work necessitating a 
knowledge of that part in order to better accomplish 
some piece of work — because of its use in solving 
some problem. When that time arrives is the time 
to study that part and not before then. 

The text gives data in this lesson in regard to the 
plane so that as it is needed the pupil can return to 
this place and secure it. The information would be 
scattered thruout the lessons were it not that differ- 
ent pupils will require the various items of instruc- 
tion at greatly differing times. 

Planes Sharpened by Teacher. Before giving 
the planes to the pupils they should be sharp and 



24 MECHANICAL SCIENCE METHODS 

set for the work so that no time will be taken in at- 
tempting to adjust them until there is a basis of 
knowledge as to the use of the plane on which to 
study the adjusting. After the pupil has learned 
the purpose of the plane, how the removing of the 
shaving affects the surface, he will then be able to 
judge in regard to the thickness of the shaving to be 
removed and will have a purpose in learning to ad- 
just the plane. The same is true in regard to 
sharpening the plane, and no pupil should have any- 
thing to do with sharpening a plane until he realizes 
the benefits to result from having it sharp or sees the 
disadvantage of having it dull. This may necessi- 
tate not only giving him a sharp plane to begin with, 
but may require having it sharpened for him several 
times. 

Learning Names. Names should be learned by 
use, not by memory drill. The teacher should 
speak of the jack plane and smooth plane and see 
that the pupil also uses the entire name. It would 
be much better to write the names of all the tools as 
one word instead of as two words or compound 
words as is now the case with many of them. 

Those pupils who have difficulty in learning the 
few names needed should not be made to feel their 
misfortune but carefully trained at first in the use 
of the most essential names and others added from 
time to time. The number of such words to be 
learned in the entire course is not large and all pu- 



MECHANICAL SCIENCE METHODS 25 

pils, under careful instruction, will be able to learn 
them. The names are a convenience, not a neces- 
sity, especially in the first lessons. 

Follow Directions. At this time take every op- 
portunity that offers to emphasize the necessity of 
following directions. Unless this is done, much 
trouble will occur later in the course. It is not 
necessary to insist that the way the book gives is the 
only correct way. A reason that is always valid 
and which ought to satisfy the pupil is that in order 
to learn the principles which are being taught he 
must follow the directions given in the book. After 
going over the work and thoroly mastering it he will 
understand the reasons for the methods given. This 
eliminates all arguments from the "practical work- 
man" standpoint. Usually, if not always, it will be 
found that practical workmen use the same methods 
as those given in the text. Most practical work- 
men have not carefully considered all the methods 
of work which they use and therefore cannot be 
considered authority. 

Substantially Correct. Every tool process and 
every method of work given in the entire series of 
Mechanical Science texts has been most carefully 
studied and its use decided upon only after a thoro 
enquiry in regard to the practices of practical work- 
men. Some of the methods of tool usage given in 
the author's early texts were most severly critized 
and condemned by a well known author of manual 



26 MECHANICAL SCIENCE METHODS 

training or industrial arts texts, but his later works 
have been changed to harmonize with the practice 
given in the Mechanical Science texts. He has 
even gone so far as to take without permission illus- 
trations and text from this series and sell it as his 
own. The considerable use made of these texts by- 
others who have issued various publications over 
their names should give them sufficient authority 
and standing to relieve all teachers of Mechanical 
Science from any worry in regard to their correct- 
ness or authority. 

First Link. With this lesson the first link in the 
unbroken chain of thinking in our shopwork is be- 
gun. With a piece of pine in hand the pupil in- 
spects it, first in his own way and then, if necessary, 
at the direction of the teacher. That the work may 
begin properly, great care must be taken in having 
suitable pieces of material. Thruout the entire 
course there is no lesson which depends to so great 
an extent upon having just the right kind of stock. 
The piece must be of even texture and soft, easily 
worked material. There are a number of kinds of 
wood that fulfil this requirement, but only one that 
can usually be obtained. This is the better quality 
of the heart wood of the matured white pine, pinus 
strobus. Pine saps or pieces of heart wood in which 
the annual rings show considerable difference in 
density should not be used. The grain should be 
nearly straight. 



MECHANICAL SCIENCE METHODS 27 

Getting Out Stock. Pieces for this lesson may 
be ripped from If inch stock, but better results will 
be had if they are ripped from If inch stock as this 
gives machined surfaces on the two sides. 

Planing in Wind. If the pieces are machined 
from good stock they are likely to be nearly true in 
all three ways (the three tests for first surface), and, 
therefore, may be smoothed without learning the 
lesson. Because of this, it is better to take off from 
two diagonally opposite corners two or three shav- 
ings before the pupils see the pieces. 

The Problem. The problem of this lesson is to 
find something to be done. The problem for the 
teacher is to see that each pupil actually finds the 
right problem. The pupils are to see that the sur- 
face needs to be made smooth and straight. This 
leads to the next link of the chain — tools and meth- 
ods of smoothing and straightening. 



28 MECHANICAL SCIENCE METHODS 

LESSON IV. 

Planing First Surface 

Plane Surface Important. There is scarcely an 
occupation dealing with working solid materials 
that does not have as the foundation of its work a 
plane surface. This is true of all woodworking and 
all metal working trades, stone cutting, masonry, 
and many others. It is not essential, and perhaps 
not best, to always state this fact to the pupils; but 
they should be taught at once the nature of a plane 
surface so thoroly that they will not only gain mere- 
ly from learning it, but also have so clear an idea of a 
true plane that they will be able to make use of their 
knowledge in any relation required. To the pupil 
this lesson is learning to plane, to the teacher it is 
much more. 

Attention to Shaving. You will discover that 
the vital point in this lesson is attention to the shav- 
ing. At first every shaving should be examined to 
determine its size, shape, and where it came from 
and what change it made in the surface. If you can 
get the pupil interested in these questions you will 
make shopwork truly educational, and will have 
little trouble in later lessons on planing. 

Review Lessons. Review all of the lessons that 
have to do with the truing of this surface so that you 



MECHANICAL SCIENCE METHODS 29 

can answer any questions which may arise. You 
also need to have the whole subject of planing clearly 
in mind that you may direct the pupil in the most 
orderly manner of study. In the planing as well as 
in all other parts of the studies in working materials 
there is not only a best way in which to do the work, 
but also a best order in which to learn the work. 
This may not be the same for each pupil because of 
the nature of the piece he is working or because of 
some mistake he may make in his work, yet in every 
case there is a best lesson or problem for the next 
step for each pupil. To make the selection and di- 
rect the pupil necessitates a very comprehensive 
knowledge of the work and also of the difficulties 
which the pupil may encounter at each step. Some 
pupils may complete this lesson in a few minutes, 
others will require the entire recitation and a few 
may require even more time. Those who are ready 
should be allowed to proceed with the next problem 
as given in the fifth lesson. 

If the teacher is inexperienced with this system 
of work, he will likely require several recitations in 
which to analyze the lessons so that each pupil will 
be able to direct his attention definitely to each 
separate problem. 

Undirected Efforts. It will be found that those 
who fail to complete the lesson in one recitation have 
failed because they have not understood each step in 
the process. They have been simply planing to get 



30 MECHANICAL SCIENCE METHODS 

the surface true without a definite idea as to what is 
to be done to make it true. They have not been 
able to separate the lesson into its parts and thus 
bring it within the range or power of their compre- 
hension. The work of the teacher is, therefore, not 
to show the pupil how but rather to separate the 
lesson into comprehensible parts and direct the 
attention of the pupil to the specific lesson. He 
must then see that this lesson is learned. 

First see that the pupil realizes that he is trying 
to make the piece smooth. The machine marks 
will have long since disappeared but there will be 
other rough spots in their place. Have the pupil 
direct his attention definitely to some rough place 
and then study how it can be made smooth. When 
this has been accomplished, call his attention defi- 
nitely to his having found out how to remove such 
rough places and let this be to the pupil a lesson 
learned. 

Next direct attention to the next easiest problem 
in roughness and see that it is solved and that the 
pupil again realizes that he has learned a lesson and 
that he is gradually becoming master over rough 
places. Be very careful not to solve the problems 
for the pupils. See that they not only solve them, 
but also that they have a full realization of having 
solved them and that they experience the pleasure 
that comes from winning out in their contest with 
the bit of wood. 



MECHANICAL SCIENCE METHODS 31 

Giving Problems. The work of the teacher of 
Mechanical Science is as much the giving of prob- 
lems for solution as is the work of the teacher in 
arithmetic, and he should be just as careful to avoid 
solving them for the pupil. When solved the pupil 
ought always to feel the pleasure of having "got the 
answer." 

The directing of pupils to definite problems is the 
sure remedy for rapid, careless planing. The thot 
control of the tool can displace the muscular ac- 
tivity only by having something definite to think 
about. Rather than scold a pupil for carelessness 
and thotless planing discuss his work with him and 
find a problem for him to think about. If neces- 
sary, go even farther and explain how he is to take 
up the problem and how he is to proceed to the so- 
lution. The teacher who does this will soon have 
no trouble about carelessness. This soon means the 
entire elimination of spoiled pieces — a special 
feature of the Mechanical Science work and one 
that is incomprehensible by those who teach other 
systems of school shopwork. 

Problems not Projects. Take every opportu- 
nity of displacing the pupil's desire to make some- 
thing or do something with the desire to have a 
definite problem and get the pleasure that comes 
from solving it. This soon will lead to the careful 
following of directions because the pupil will dis- 
cover that only by following directions can he solve 



32 MECHANICAL SCIENCE METHODS 

the problem. You must understand that these di- 
rections are rules for solving problems not descrip- 
tions of processes to be imitated. This is the dis- 
tinctive feature of the Mechanical Science work and 
a careful comparison of these texts with others will 
make this point clear. When this is understood, 
the absurdity of a class demonstration in teaching 
Mechanical Science is obvious. It is also just as 
obvious that those who are teaching processes and 
are unable to teach principles need the class demon- 
stration. 

Text Books. From what has been said it is ob- 
vious that pupils in the Mechanical Science classes 
need text books quite as much as pupils in any other 
subject. For any teacher to give in oral discussions 
or by use of class notes or to write on the board 
sufficient directions to make the work the definite 
study which it ought to be is practically impossible. 
To attempt to teach the work without text books or 
with books only at the teacher's desk to be used as 
reference works is to compel the pupils to concen- 
trate their minds on the projects rather than on the 
problems. In fact without text books in the hands 
of the pupils most of them will never discover that 
they are in the shop to learn something, they will 
consider that they are there to make something and 
that they should take as little time for learning as 
possible that they may the sooner complete the 
project on which they are working. 



MECHANICAL SCIENCE METHODS 33 

One Lesson at a Time. Altho your class will be 
working at various projects and studying various 
problems, yet as teacher you must ever keep in 
mind that each pupil must have one definite prob- 
lem at a time to study and solve and that your chief 
problem as teacher is to keep fully informed as to 
what problem each pupil is studying or ought to 
study and see that each one works at his specific 
problem. This is not because these problems are 
the only ones worth solving but because without 
this definite attention to specific problems there 
would likely not be any problems solved. 

Guard against questions or conversations that 
lead away from the work in hand. There are a 
great many things worth learning, but no extraneous 
information can be of as great value as that which 
applies to the problem on which the pupil is at 
work. 

Dimensions. A dimension is given for the 
finished piece, but keep ever foremost the study of 
planing. In some cases the dimension may be used 
as a check to the thotless worker, yet to require its 
use for this purpose would indicate that the teacher 
had failed to properly direct the pupil's study. 

It must be understood that we learn one thing 
at a time and that working to size is a problem that 
must follow learning to true a surface. It is bad 
pedagogy to try to teach the two problems at the 
same time. After the pupil has learned to true a 



34 MECHANICAL SCIENCE METHODS 

surface and stop at a line he is then ready to learn to 
plane to dimensions, and experience shows that he 
will be able to solve the problem of planing to di- 
mensions without difficulty. 

High Grade Work. It is this step by step 
mastery of each problem in its order and having the 
problems arranged according to their scientific se- 
quence that makes possible the high grade of work 
peculiar to the Mechanical Science classes. This 
also leads to exceptional speed in the later problems 
and projects of the course. Yet even of greater in- 
terest to the pupil is the pleasure that results from 
a study in which the pupil knows day by day that he 
is definitely progressing and gaining in power to 
solve more difficult problems, to do more difficult 
tasks. 

Master Each Lesson. The teacher must be 
very particular to see that each lesson is mastered as 
it presents itself in the project. It is fully as essen- 
tial that certain lessons be mastered before others 
are attempted as it is that the propositions in 
geometry be demonstrated in a certain order. Much, 
if not all, of the trouble about poor workmanship 
and spoiled pieces and discouraged pupils and 
dropping out of class and disorder and poor condi- 
tion of tools is directly caused by pupils attempting 
problems for which they have not been properly 
prepared by a logical arrangement of the work that 
permits definite instruction on fundamentals. 



MECHANICAL SCIENCE METHODS 35 

Outside Work. In some schools you will need 
to guard against the dissipation of the pupil's time 
and efforts by calls to make bird houses, fly traps, 
seed testing trays and the many other useful articles 
that may be needed by some teacher or some patron 
of the school. These calls may be divided into two 
classes, those which contain no problems for the 
pupil to solve and which are therefore a complete 
waste of the pupil's time and those which contain 
problems for which the pupil is not prepared. 
Those which contain no problems for the pupil to 
solve may be done after school hours by voluntary 
workers. They should never be done during the 
regular class recitation because it is robbing the 
pupil of his lesson, it is robbing the tax payers who 
are supporting a school rather than amanufacturary, 
it is robbing the teacher who is expected to teach all 
that can be taught in the time assigned to this sub- 
ject and which cannot be done if the time is wasted 
in manufacturing. 

Outside projects which contain problems for 
which the pupil is not prepared cannot be done at 
any time without serious injury to the pupil. Such 
projects when undertaken must be completed and 
this necessitates some makeshifts to get the work 
done. Makeshifts to complete projects of any sort 
are sure to form a wrong attitude towards the regu- 
lar work and when once they are let into the school 
shop it is practically impossible to get them out. 



36 MECHANICAL SCIENCE METHODS 

Experience has shown that such work on outside 
projects is pretty certain to demoralize the shop 
studies however careful the teacher may be to ex- 
plain that the outside work is for a different purpose. 

Which Plane. No doubt all pupils can success- 
fully begin with the smooth plane, but some will 
progress better if they have a heavier weight in 
their hands. The length of the plane is not so 
important in the first attempts. After the pupils 
have become somewhat accustomed to handling 
tools they will select the proper plane because of 
other differences, the weight and inertia ceasing to 
be of consequence. The fact that it is possible to do 
the work with but one plane should not be used as 
an argument for having but one plane to use. Very 
soon there will be lessons to be taught that cannot 
be taught if but one plane is at hand whichever 
plane that one may be. 

Preparing Planes for Pupils. Before allowing 
the pupils to use the planes, examine each and be 
certain that it is in proper condition. For the first 
lessons in planing the bits are made quite rounding 
so that they will require less strength. In the use 
of any tool the first attempts consume much more 
strength than is necessary. This sometimes leads 
to improper or awkward habits of use. This may be 
avoided in our first lessons in planing by so fitting 
the planes as to require much less strength than can 
be used after the worker has learned how to apply 



MECHANICAL SCIENCE METHODS 37 

his strength. If too much strength is required, the 
pupil is almost certain to run the plane at an angle 
instead of straight, as directed. This is sure to 
cause a great deal of trouble and will likely hinder 
the pupil ever learning to plane properly. 

Planes to Fit the Pupils. From what has been 
said it is obvious that the planes should fit the pu- 
pils. A small pupil requires a plane ground very 
rounding while a large and strong boy should have a 
plane that is ground to cut a wide shaving. Neither 
pupil can do his work to advantage if using a plane 
that has been fitted for the other, and to compromise 
by fitting the plane between the two extremes is to 
have it in poor condition for both. There are also 
many other reasons for fitting the planes for indi- 
vidual pupils. One pupil may have a piece of wood 
that is tough and very hard while another is working 
a piece of the softest pine. These two pupils re- 
quire planes ground and set very different and it is 
neither good pedagogy nor good business economy 
to have both use the same plane. 

Individual Planes. There is but one right way 
out of tins difficulty and that is to have two planes 
for each pupil in the shop. A fairly satisfactory 
makeshift is to have individual plane irons and have 
the pupils put their own irons in the plane stocks 
each time they come to class. This looks very 
reasonable and satisfactory, but if a little calculating 
is done it will be found that the tax payers soon pay 



38 MECHANICAL SCIENCE METHODS 

out for the time of a teacher who is doing nothing 
worth while while waiting to have the planes made 
ready an amount sufficient to get complete indi- 
vidual planes. There are also other losses such as 
the time of the pupils and the liability that in their 
haste to insert the irons they will not adjust them 
properly. 

Planes at Rest. When the plane is not in use it 
must either be laid down on its side or set aside in its 
upright position. If upright it may be flat upon 
the bench, resting on a shaving, or resting on a strip 
for that purpose. Conditions must determine 
which method is desirable. To lay the plane on its 
side takes extra space on the bench which is some- 
times a matter of importance. There is also the 
danger of moving the iron sidewise and causing se- 
rious damage to work when it is again used. If 
placed upright on a strip prepared for it there is no 
danger of dulling the bit and no danger of moving it 
out of place. In school this method has the dis- 
advantage of either having the stick fastened to the 
bench at the back side which is too far away from 
the pupil or if the strip is close at hand for one pupil 
it will be in the way of another. To have the strip 
loose is to soon not have it at all. 

A considerable investigation among mechanics 
shows that practical workmen use the strip at the 
back of their bench and regularly place their planes 
upon it if the nature of their work is such as to 



MECHANICAL SCIENCE METHODS 39 

necessitate reaching so far away in most cases. If 
their work is small, they are not likely to reach far 
enuf back to place their planes on a strip. They 
would then either rest it upon a shaving or turn it on 
its side when not in use. Of these two methods it is 
easily understood that the rapid worker who calcu- 
lates the time of each movement with care would 
stand his plane upon a shaving as it would require 
less time in putting aside and also less time in taking 
up. We believe that the method of resting the 
plane upon a shaving when not in use should be en- 
couraged by the teacher, but that it should not be 
rigidly enforced with all pupils. Some pupils will 
prefer to use another method and so long as their 
way is not essentially wrong they ought to be per- 
mitted to use it. It must never be forgotten that 
the very fact that we are teaching a science gives 
considerable liberty in the choice of tool processes so 
long as they demonstrate the science. This does 
not give license to use any tool process, but simply 
to exercise the right of choice when there are two or 
more which will satisfactorally demonstrate the 
same principle. 

Sharpening Planes. Much planing ought to be 
done before any plane will require grinding or even 
whetting. The careful use of the planes which the 
definite directions encourage makes the matter of 
sharpening, one of little trouble. There is no 
legitimate reason why pupils in school should not 



40 MECHANICAL SCIENCE METHODS 

handle their tools with as great care as practical 
mechanics doing high grade work. If the pupils are 
taught the science of tool usage there will be no 
abusing of tools. It is probably true that one who 
is competent to judge could tell whether a school is 
using the Mechanical Science texts and following 
these methods by simply inspecting the tools used 
by the pupils. As you are following the sensible 
and pedagogical method of teaching one thing at a 
time and recognize that certain things come first you 
will need no argument to convince you that if a 
plane becomes dull before the pupil has gained a 
pretty thoro idea of how to use it that your duty is 
to sharpen it for the pupil with as little loss of his 
time as possible. While sharpening the plane it 
may be well to let him see how you do it. When 
the proper time has arrived for the pupil to learn to 
sharpen his planes see that he actually learns how. 
He should be able to do this after making a few 
pieces. Some teachers find that it does not pay to 
attempt to teach this lesson until the latter part of 
the sixth grade problems. Some pupils seem to take 
to the sharpening of their tools very early in the 
work. They should be permitted, under careful 
supervision, to sharpen their planes. 

Helping or Teaching. The question of showing, 
helping, and doing work on the pupil's piece arises 
with the first use of tools. Do not show a pupil how 
to do his work. After the pupil has studied his text 






MECHANICAL SCIENCE METHODS 41 

and made an effort or has asked a definite question 
showing that he has a need which the text cannot 
supply, then the teacher may answer his question, 
direct him to a passage where he can find the 
answer, question him in such a manner as to lead to 
the answer, or he may take up the tool and perform 
so much of an operation or process as will complete 
the instructions. This should in no case be a show- 
ing how to do the work, but such a use of the tools 
as will lead the pupil to understand that particular 
part of the work which he has failed to comprehend 
by his own study and experimentations. It should 
bear the same relation to the shopwork as the aiding 
of a pupil to understand a problem in arithmetic. 
Hence it may be given on the pupil's piece or on an- 
other piece in the same manner as a teacher of 
arithmetic may make use of another problem to 
lead the pupil to an understanding of the one on 
which he is working. To tell the pupil how, to simp- 
ly show how, or to do the work for him is as vicious 
as working the problems in arithmetic for the pupil 
while pretending to teach arithmetic. 

Questioning. Asking questions that will lead 
the pupil to an understanding of the problem is un- 
doubtedly the best method of assistance. The shop 
teacher ought to become an expert in questioning. 
To accomplish this he must be a master of the sub- 
ject matter that he is teaching. He must not only 
know what is said in the texts and where to find it, 



42 MECHANICAL SCIENCE METHODS 

but also know the many possible variations from 
the given methods both good and bad. 

In asking the questions as well as in any other 
help which the teacher may render he must always 
keep in mind that the end for which he is teaching is 
not to get the project completed but to have the 
problem solved — the lesson learned. If because of 
his help the project has been completed without 
learning the lesson, then the teacher has been a 
hindrance rather than a help and the pupil has 
wasted his time. It is evident that the making of 
projects in which there are no lessons is a most 
wasteful procedure. 

Independent Work. To have the pupils work 
quietly and persistantly and properly without the 
aid or oversight of the teacher is an ideal condition 
to be striven for at all times. This end, however, is 
not attained by scolding and trying to force the 
pupil to do without assistance. Independent work- 
ing is the result of two factors, first, knowing what is 
to be done and knowing that it can be accomplished 
without help; and, second, having a knowledge of 
the principles underlying the work so that when 
new problems arise this knowledge will supply the 
means of solving the new problem and a sufficient 
number of experiences in working problems with 
thoro success to establish that confidence that leads 
to action. To build these two factors into the men- 
tality of the pupil is certainly a very important part 



MECHANICAL SCIENCE METHODS 43 

of the work of the teacher. In no other subject of 
the entire school curriculum is there offered such 
positive means of accomplishing this end. 

To create confidence in power to do work the 
problems must always be so planned as to avoid any 
bit of work that the pupil cannot do well. They 
must also tax the ability of the pupil to the limit. 
To give the pupil confidence in solving new prob- 
lems the work must be so planned as to lead not only 
from the known to the unknown, but also so as to 
compel the use of the principles rather than a mere 
memory of what has been done. This must be ac- 
complished by the work itself and not by the di- 
rections or suggestions of the teacher. 

To understand this feature of the Mechanical 
Science work is to make clear the reason why pupils 
who are taught in this system are so much better at 
doing home tasks than those taught by any other 
system, altho to the superficial observer the oppo- 
site would seem to be the case. 

Why Make the Study Piece? No one who un- 
derstands what must be taught in order to have 
pupils work successfully outside of school will ever 
question the necessity of using the "Study Piece" as 
the first lesson. Those who doubt the advisability 
of beginning in this manner are not likely to be con- 
vinced that it is the best way by any amount of ar- 
guments that can be given to them until they have a 
better understanding of what is to be taught. To 



44 MECHANICAL SCIENCE METHODS 

those who have that knowledge no arguments are 
needed. The only practical answer to the question 
at this time appears to be that the test of experience 
is always and most emphatically on the side of using 
the study piece for the first lessons. 

No Argument Needed. Until someone can find 
at least one school in which this is not done and the 
results fairly equal to those gained by its use there is 
little necessity for devoting space to an argument. 
The writer has visited many schools, has reports 
from many others and has found in all this extensive 
enquiry no school or class that does not make use of 
this or a similar piece for the first lessons doing a 
grade of work that will at all compare with the work 
of these schools which do use this piece and system 
of instruction. This comparison may be made on 
any feature of the work that is worthwhile. No 
teacher who is able to use this piece and teach the 
lessons properly would ever think of discarding it 
for the making of any "useful" article or a piece 
differing materially in size or shape. 

An Illustration. Since the above was written 
and published in the first edition there has come to 
the writer a letter stating that the shopwork in a 
certain school was to be discontinued. The school 
referred to is one that has gained a national notaries 
ty because of the very "practical" projects which 
were made in its shops. The work was very care- 
fully "adapted to community needs". It is a fact 



MECHANICAL SCIENCE METHODS 45 

that ought not to be overlooked that such ''prac- 
tical' ' courses tho heralded by "great" educators as 
"the thing" have never succeeded for any consider- 
able length of time. Why should we continue to 
chase this will-o' the- wisp of "practical problems" 
and "useful" articles and "adapting work to com- 
munity needs" when every experience is against 
such work and every principle of good pedagogy and 
educational philosophy condemns it? 



46 MECHANICAL SCIENCE METHODS 

LESSON V. 

Making Tests 

Testing. With this lesson begins the definite 
testing of the work. The first requisite in doing 
anything is to know what to do. The tests supply 
us with our problems or tasks. It is, therefore, of 
the greatest importance that pupils learn at once to 
make the tests in exactly the right way. You 
would not expect a pupil in arithmetic to solve his 
problem before finding out whether the numbers 
were to be added or subtracted, yet much of the 
school shopwork of today is an attempt to true 
pieces of material when the pupil does not know 
just where the excess of material is. He often 
subtracts where he should add. 

Test as Directed. It will be noticed that these 
texts are very explicit in statements regarding tests. 
The teacher should see that the pupils learn to make 
the tests exactly as directed. Mere going thru the 
motions of using the try square is not making a test. 
Two factors are essential, something to test, and a 
method of testing. Without both time would be 
wasted. 

Testing the Working. The first effort of the 
pupil is not to see if the surface is true but to see 
what effect his working of the surface produces. 



MECHANICAL SCIENCE METHODS 47 

First he must, by testing, learn the effect of taking 
off a shaving. After he has learned the effect of 
moving the plane in a certain manner he is able to 
use the plane to produce a certain result. Many 
pupils become discouraged right at this point be- 
cause the teacher refuses to accept their work as it 
is not correct and they plane and plane and test and 
test but without improving the piece and the teacher 
continues to criticise the result and encourage or 
drive the pupils to make the piece true while there 
is lkely to be no improvement for every time the 
pupil returns to the task his mind is farther from 
his problem because the teacher is forcing him to 
look at the result as a whole and not at the effect 
of each shaving. 

Test Each Shaving. The pupil should test after 
each shaving until he has a sufficient knowledge of 
the process to know what effect is produced by each 
shaving without testing. There must be no ques- 
tion about this. Too much emphasis cannot be 
placed on the statement that the first requisite in 
planing is for the pupil to know exactly what the 
plane is doing at every stroke. Then the pupil is 
prepared to use it in taking off high places. He 
should then be able to make his piece as true as a 
good mechanic would make it, and substantially all 
properly instructed pupils will reach that standard 
very early in the course and will make their pieces 
correct without the criticism of the teacher. 



48 MECHANICAL SCIENCE METHODS 

Pupil's Initiative. When the pupil has learned 
to use his plane so that he knows before the stroke 
what it will accomplish he has acquired a power 
that he delights to use and interest is not only 
awakened but established and the pupil wants to 
work because he can use and exhibit his power with 
the plane. All admit that we like to do those things 
that we can do well, hence the secret of gaining the 
interest of the pupil in planing is to furnish him a 
way to learn to do the planing well. This is done 
by the teaching of such tests as will cause him to 
master the usage of the plane. 

A Difference. A very interesting study for 
those who wish to find why the Mechanical Science 
pupils get so much better results than others and 
become so much more interested is to take the va- 
rious texts that have been written for shop use or 
reference and compare the instructions in regard to 
tests. The first fact that will be noticed is that 
most of these would be texts have been written from 
the early issues of the Mechanical Scieuce texts, 
and second, that the writers have omitted the es- 
sential part of the instruction in regard to tests. 

Many Lessons. The number of lessons, as 
numbered in the text, is no indication of the number 
of lessons the pupil has to learn. This numbering is 
merely a matter of convenience in grouping the 
lessons for facility in teaching. The book has four- 
teen lesson heads for the study piece. If you will 



MECHANICAL SCIENCE METHODS 49 

write out an outline of the work, you will find that 
there are several times fourteen distinct lessons to 
be studied that are essential to the understanding of 
the work. 

Study Piece Chart. To aid in visualizing the 
magnitude of what has to be learned by making the 
piece, a study piece chart may be made. To make 
the chart, first make an isometric drawing of the 
study piece. Draw in dotted lines the outline of 
the rough stock and in full lines the finished piece 
with gage lines, knife lines, and saw kerfs. Show 
a part of the piece in each stage of work. Write 
in order, by groups, around the piece the various 
lessons to be learned. Write them clock-wise. 
The chart should be sufficient evidence to convince 
any one that the necessary instruction cannot be 
put into less space or require fewer words than are 
now used in the first fourteen lessons of " Woodwork 
for the Grades." 

This chart ought also to convince any superin- 
tendent or principal that any text pretending to 
give the necessary instruction in less space,than that 
used in the Mechanical Science texts would be a 
pretense only. To supply the pupils with insuffi- 
cient directions is certain to fail to teach the science. 
It is also quite certain to lead the pupils into the 
mere attempt to make something or get something 
done in any way to secure the finished, or bluff at 
finished, product. 



50 MECHANICAL SCIENCE METHODS 

Supplementary Tests.The teacher should watch 
carefully to see that the pupil uses the supplemen- 
tary tests, such as using the straight edge, only to 
check up the other tests. All should learn to sight 
for straightness and, if necessary, the teacher should 
refuse to permit the use of the supplementary tests 
after the pupil has had a reasonable time in which 
to learn to sight for straightness as in Fig. 29. 

Written Tests. After the pupils have completed 
the work on the first surface they should be given a 
written test, and this test should be repeated until 
every pupil answers the questions, how many tests, 
how made, exactly correct. 

These first lessons are like learning to write 
numbers in arithmetic, every pupil must know the 
value of each digit, and later they must know the 
multiplication table. The shopwork has the ad- 
vantage over any other subject in that the few 
things that must be learned have the appearance to 
the pupil of being very essential and are in daily 
use thruout the entire course. 

Only the Fundamentals. It must be kept clear- 
ly in mind that the texts so far issued and these 
methods of teaching Mechanical Science apply only 
to the first fundamentals of the science. They may 
be compared with a text and methods in arithmetic 
covering the first four fundamental operations, 
addition, subtraction, multiplication, and division. 
The greatest difficulty there is in giving this science 



MECHANICAL SCIENCE METHODS 51 

its proper place in our schools and using correct 
methods of teaching is that of gaining an adequate 
comprehension of the immense magnitude and im- 
portance of this science. It has developed so un- 
obtrusively and so entirely apart from the world 
in which our educators move that it is all but im- 
possible for them to realize that it is second to no 
other science either in importance or in the extent 
of its use and the amount of study and degree of 
intelligence necessary for its mastery. 

Excessive Accuracy. Remember that the tools 
are not perfect, that even the most carefully fitted 
surfaces in metal working are not exact, therefore 
do not strive for the impossible in the wood shop 
In the test from edge to edge the try square blade 
should touch the surface at the extreme edges. In 
the end to end test the straight edge should touch 
the extreme ends. Between these points there may 
be slight depressions. How much unevenness may 
be allowed is largely a matter of judgment, but a 
rule that will be useful is that no unevenness should 
exceed in one half the thickness of the shaving being 
taken off in truing the surface. Altho this rule may 
be used in nearly all truing of surfaces and edges, it 
will be found that many pupils will desire to work 
much closer and such pupils may usually be per- 
mitted to do so. A mark of successful teaching is 
to be able to pass a pupil's work as correct and yet 
have the pupil insist on making it better. If the 



52 MECHANICAL SCIENCE METHODS 

pupil strives only to do the work well enuf to have it 
passed the teaching has not been effective. If the 
work is properly taught there will be comparitively 
few times that the teacher will need to require the 
pupil to make the piece or surface better after it is 
presented for inspection. The pupil ought to under- 
stand the methods of testing so well and know with 
such certainty the standard required that no piece 
would be presented to the teacher until finished, 
unless for the purpose of asking for some special in- 
struction. 

All Tests at Once. There appears to be no other 
way to learn the tests than one at a time. At first 
this causes some extra work, but this cannot be a- 
voided. After they have been learned in the order 
given in the text, then the pupil should be encour- 
aged to use his judgment in applying them in a 
different order or in using two or all after each 
working of the surface. 



MECHANICAL SCIENCE METHODS 53 

LESSON VI 

Looking for Wind 

Considered Difficult. With this lesson you take 
up what to many is an insurmountable difficulty. 
Looking for wind has been considered by many 
teachers as beyond the ability of grade pupils. That 
even fifth grade pupils can be taught to see wind and 
true the surface out of wind is being demonstrated 
in every school in which the Mechanical Science 
system of shopwork is taught in the fifth grade. 

Preparing Pieces. The first essential in teach- 
ing a pupil to see wind is to have a piece with suffi- 
cient wind in it to be easily seen. To make sure of 
this, it is advisable to plane in wind all pieces to be 
used for this lesson. About two strokes with a 
coarse set jack plane taking short shavings off the 
two diagonally opposite corners will accomplish this 
end. These shavings should be short so as not to 
remove many of the machine marks or interfere 
with the lesson on systematic planing. 

What Is Wind? Be sure the pupils understand 
what the term wind means. Sometimes it is 
necessary to illustrate the term by use of another 
piece or by use of a piece of thin board or piece of 
card board. There is likely to be some benchhook 
pieces or stock for breadboards at hand sufficiently 



54 MECHANICAL SCIENCE METHODS 






in wind to be seen by any of the pupils. It is a good 
plan to keep a piece of stock for this purpose. 

Insist on One Method. Do not permit any va- 
riation from the method in the text until the pupil 
has become thoroly accustomed to recognizing the 
wind in this manner. After the pupil has learned 
this method there will be no tendency to use any 
other. The insistance on looking for a high back 
corner is the result of experience and should be in- 
variably insisted upon. 

Not Practice. Seeing wind is not a matter of 
practice but of study and understanding. Therefore, 
all efforts should be made to get the pupil to study 
until he succeeds in seeing the wind. Do not per- 
mit this lesson to be neglected on the first piece. 
Now is the time to learn to see wind and insist that 
every one gets the lesson. Should this be neglected 
it will be found that later lessons are not so well 
planned to teach looking for wind and that it will be 
more difficult to teach rather than easier. 

Test With Squares. Sometimes it is necessary 
to have a more exact test. Such a test is given in 
Fig. 51 " Elementary Cabinetwork". Very sel- 
dom should this test be necessary. The teacher 
ought to be able to see wind readily by sighting as in 
Fig. 36, and the pupil should soon learn this method. 



MECHANICAL SCIENCE METHODS 55 

LESSON VII 

Face Marks 

Insist on Marks. No special instructions are re- 
quired for the teaching of this lesson. Simply in- 
sist on the face marks being made and used as di- 
rected. Do not permit the use of x's or any marks 
other than these given in the text. Also watch that 
these marks are not repeated on either the second 
edge or back side. The marks as given are in keep- 
ing with the best practice of mechanics and there is 
no reason why they should not be used in the school 
shop. To use any other method of marking is cer- 
tain to lead to confusion should the pupil continue 
long in the use of mechanics tools. 



56 MECHANICAL SCIENCE METHODS 

LESSON VIII 

Keeping Planes Sharp 

Insist on Best Method. Keeping tools from 
unnecessary dulling is quite as important as sharp- 
ening them. Insist that pupils study this lesson 
until they understand it so that they will use the 
method best suited to their work. The teacher 
should watch this matter carefully and see that the 
best method for the piece being planed is used. Do 
not allow pupils to draw their planes back with the 
cutting edge rubbing on the wood, and be quite as 
persistant in not allowing them to form the habit of 
always using the same method. 

Recognize the Most Important. Altho keeping 
the planes sharp is important, yet it is not good prac- 
tice to worry a pupil about this at the very first. 
There is such a thing as spoiling the opportunity to 
learn the major lesson by an unnecessary emphasis 
on the minor details. This not only applies to keep- 
ing the planes sharp but to many other lessons. In 
all the teaching it is very essential that the pupil 
concentrate on one thing to be learned at a time and 
that there is sufficient emphasis placed on the one 
thing to have it learned. 



— --■-^mmmmmaessssacss^ ^f 



MECHANICAL SCIENCE METHODS 57 

LESSON IX 

First Edge 

Study the Shaving. As in planing the first sur- 
face the first problem in this lesson is to determine 
how and to what extent a certain movement of the 
plane effects the edge. If you will watch the pupils 
you will soon notice that some know what their 
planes are accomplishing and some do not. The 
task for the teacher is to see that all know. When 
this is accomplished there will be little trouble about 
making the edge square and straight. 

Care in Testing. In attempting to have the 
pupils learn exactly how each movement of the 
plane effects the edge it will be discovered that some 
pupils fail because they do not make their tests 
with sufficient care. In fact, it will be found that 
the chief cause of failure in truing edges is in not 
making accurate tests. To overcome this, see that 
the try square is held as in Fig. 42 with the arm and 
wrist nearly at right angles to the head of the try 
square and the fingers and thumb so placed that the 
pressure they exert against the face surface is at the 
center of the surface. This pressing against the 
center of the resisting surface should be taught as a 
principle applicable to all uses of the try square both 
in testing and in drawiug lines. 



58 MECHANICAL SCIENCE METHODS 

Learn to Sight the Edge. See that each pupil 
makes a faithful effort to learn to test the edge by- 
sighting. Ifyou do not teach the sighting of the 
edge now, you will have much trouble later in the 
course. By this time many of your pupils should be 
able to get along with very little assistance. This 
will allow of spending more time with those who are 
in need of the help. 

Oral Review. You should now have oppor- 
tunity from time to time to go to each pupil and by 
orally questinoing on the previous problems find out 
exactly what they have learned and what they have 
neglected. You should then be able to point out in 
the work they are doing the effect of their having 
neglected to learn some lesson. 



MECHANICAL SCIENCE METHODS 59 

LESSON X 

Drawing Gage Lines 

Study Essential. Because the gage is such a 
simple tool there is great probability of neglecting to 
study the lesson. Any one can set the gage and 
draw some sort of a line without any instruction, but 
to set it accurately and draw a line that will be cor- 
rect is a very different matter. 

Success in using the gage is a matter of correct 
method rather than of practice, therefore, there 
should be much study of the lesson with few lines 
drawn. Encourage each pupil personally as they 
begin the study of the lesson to be sure that they 
understand it before attempting to use the gage 
and then draw the first line correctly. 

If they do not succeed, insist that they find out 
their mistake before attempting another line and 
continue studying the problem after each line until 
they have solved it and can draw every line cor- 
rectly. Do not permit practice. 

Oral Explanation. If there is any doubt about 
the pupil finding out what has caused the failure, 
insist that before each attempt he state definitely to 
his teacher why the previous line was not correct 
and what change is to be made to overcome the in- 
correctness. This may seem to take too much of 



60 MECHANICAL SCIENCE METHODS 

the teacher's time, yet it is not only the best method 
for the pupil but also the easiest way for the teacher. 
When once the gaging is mastered it will require no 
more attention from the teacher, while if it is not 
mastered at this time it will likely continue to be a 
source of great annoyance for a long time and pos- 
sibly thruout the entire course. Not only will lines 
be poorly drawn but pieces will be spoiled and 
projects ruined with no end of trouble for teacher 
and pupil because of not drawing lines correctly. 

Helping is Not Teaching. Perhaps in no other 
place in the course is it so necessary to insist that 
the work of the teacher is to see that the lessons are 
studied and learned rather than to aid the pupil just 
enuf to get the work done. To have the line drawn 
by the teacher or with the aid of the teacher, or to 
pass on without learning the lesson is as unpedagcg- 
ical as for the teacher of arithmetic to work the 
problem for the pupil or pass as correct a solution or 
answer that is incorrect. The pupil is in the shop 
not for the purpose of drawing lines but for the pur- 
pose of learning to draw lines. The lines drawn are 
the byproduct of the process of learning. 

Extra Lines. If the four lines have been drawn 
and all incorrect a line may be drawn at each J inch. 
This will give more opportunity to study the process, 
but must not be done merely as practice. In fact, 
if the four lines have been drawn without a sufficient 
amount of study to get at least the last one correct 



MECHANICAL SCIENCE METHODS 61 

the pupil should be very carefuly eattended to and 
his lack of properly studying tht lesson brot em- 
phatically to his attention. By lhe time all four 
lines have been drawn, the teacher should have time 
to give considerable attention to those pupils who 
especially need it. If the last line is well drawn the 
others may be overlooked as the last one is the only 
one to be worked to. Having onp Une correct ought 
to insure drawing lines correct 1 y hereafter. If more 
than four lines have been drawn they all should be 
planed off and four more drawn before planing to 
width. 



62 MECHANICAL SCIENCE METHODS 

LESSON XI 

Planing to Width 

69 This is the first lesson in which the pupil planes 
to a line. The lesson should not be confused with 
planing to size which is a problem for a future lesson. 
It must not be confused with the problem for a 
future lesson. It must not be confused with the 
problems of planing square or straight. No matter 
how square or straight the piece may be, unless the 
pupil has definitely worked to his line insist on hav- 
ing another line and on working to it. Working to a 
line is an absolute essential of good workmanship 
and must be mastered before pieces can be worked 
to size and this lesson is especially designed to teach 
this one thing. Therefore, see that this lesson is 
learned and it will save much time and material 
later in the course. To afford an opportunity for 
the teacher to check up the work it is best to have 
the pupil present the piece for criticism just before 
the line is planed entirely away. One or two more 
shavings carefully removed will reduce the piece to 
a sharp and square corner. 

70 Planing Parallel. The second part of this lesson 
is to make one true surface parallel with another. 
If the line has been correctly drawn and the planing 
stopped at the line the surfaces will be parallel. To 



MECHANICAL SCIENCE METHODS 63 

determine whether they are or not measure with the 
rule at each corner. Be very particular about how 
the pupil uses the rule. Unless it is held so that the 
graduations contact with the surface being measured 
the measuring will likely not be exact. As it is just 
as easy to hold the rule so as to comply with this 
principle the teacher should see that it is done in this 
manner. It is probably best to inisst on this meth- 
od of holding the rule even in rough measuring, 
otherwise the habit of holding it correctly will not be 
formed. 

71 Personal Equesion. Why should not the gage 
be set so that the piece will be full size when the line 
is planed entirely away? Because we are not con- 
cerned about the size of this piece but rather about 
how to make a piece of exact size. To do this we 
must get this factor of variation and this is the best 
way to get it. The amount will vary with different 
pupils because of a difference in the left of lines they 
will draw and also because some will plane off a little 
more than others. Before any pupil can tell how 
much extra to set the gage he must determine this 
for himself, and he can do this only by first setting 
the gage to exact size and then noticing how much 
too small the piece is after completing the planing. 



64 MECHANICAL SCIENCE METHODS 

LESSON XII 

Planing to Thickness 

Stop at Line. The important paint in this lesson 
as in the previous one is to have the pupil stop at the 
line. Be satisfied with nothing less and insist upno 
seeing the piece just before the line disappears if 
there is any tendency to work without a line. Some 
personal explanation may be necessary to make 
clear that the test differs from that used on the first 
side. The first test was from edge to edge, there 
being no lines, this test is from line to line altho the 
try square is held in the same manner as in the first 
test. This being the second attempt at planing to 
size, do not pass any piece with a variation great 
enuf to be seen by the pupil. 

Standard of Accuracy. Some teachers have had 
standards of accuracy for different grades such as 
"in the fifth grade all work should be within a six- 
teenth of a inch of size, and in the seventh grade 
within a thirty-second of size." All such standards 
are entirely out of place in Mechanical Science work. 
If the pupil uses his rule correctly he will be able to 
measure to a very small fraction of an inch, and if 
he uses his plane intelligently he will be able to 
readily work to the correct size as nearly as he can 
measure it. This should be the standard and noth- 



MECHANICAL SCIENCE METHODS 65 

ing else should be accepted. Even then the real 
standard for different pupils will vary considerably. 
If the measurement falls exactly on a line of the 
scale many will be able to work to the hundredth of 
an inch in planing to width or thickness while others 
will not be able to see less than a sixty-fourth of an 
inch. In no case set a standard, have the pupil do 
his best, make the size as nearly correct as he can. 



66 MECHANICAL SCIENCE METHODS 

LESSON XIII 

Laying Off Spaces 

A Study In Drawing Lines. This is called a 
scale, for want of a better name, but is in no sense an 
attempt to make a scale as an instrument for meas- 
uring. This system of lines is used because ex- 
perience has proven it to be by far the best form to 
use in teaching how to lay off spaces and draw lines. 

It is not even intended to teach the nature or 
construction of a scale, all information being inci- 
dental, but to teach how to draw lines for use in 
making joints, truing ends, etc. If the lesson is 
taught as given it will have this result. 

Watch Details. In drawing lines and in laying 
off spaces failure results from neglecting the details 
in methods of using the tools. Study the lesson 
carefully and be sure that the pupils follow direc- 
tions exactly. These methods have been most 
thoroly tested and there is every reason to believe 
that they will eventually be used by all well informed 
teachers. 

Adopted by Others. When this method of 
drawing lines was first published it was severely 
criticised by many and especially by one who has 
since written several books. In his first book he 
advocated and illustrated a very different method 



, 



» iii 



MECHANICAL SCIENCE METHODS 67 

but since then has not only adopted this method 
but has taken this author's illustrations, without 
permission, to illustrate how to draw lines. 

Special Knife. The knife used for this work 
must be short enuf in both blade and handle to be 
held as directed, this cannot be done with the usual 
school bench knives. The one used was designed by 
this author especially for school use and it should be 
used even if other styles have to be discarded and 
new knives purchased. The knife has been adopted 
and recommended by others than Mechanical 
Science teachers and can be had of dealers without 
having them made to order as was at first necessary. 

Repeat Scale. It will usually be necessary to 
make more than one scale, not as a matter of prac- 
tice but because there are so many things to learn in 
drawing the lines that a pupil cannot usually get 
them all before drawing a considerable number of 
lines. Do not pass as correct a scale that is not 
well up to standard. If necessary, after two have 
been made the poorer one may be planed off and 
another one made, and the work continued in this 
manner until the lesson is learned. 



68 MECHANICAL SCIENCE METHODS 

LESSON XIV 

Sawing 

t Previous Experience. Many pupils come to 

j this lesson with considerable experience in using a 

jx saw. Such an experience has often caused the be- 

£ lief that all they need is an opportunity for more 

practice. This leads to an utter neglect of the les- 

l son and a rapid movement of the saw with little or 

no thot behind the movement. 

j One at a Time. By the time pupils take up this 

jj n study they will vary to such an extent in their 

an< progress as to afford the teacher opportunity to deal 

t- , with one at a time. The teacher ought to know 

IY& exactly when to question the pupil in regard to the 

j ea] instruction given in the book. With some pupils 

j a ^ 6 the proper time will be before any attempt has been 

^ e made to use the saw and with others the better time 

fo e will be after the first kerf has been made. 

£k e If necessary, stand right by the pupil and see 

s h ai that the directions are followed in regard to moving 

a g^ the saw without allowing it to cut and also that at 

70 j first it cuts only on the forward stroke. Starting on 

is £ c the forward stroke must be insisted upon. 

If fo Saw to Line. At this time pupils should saw 

stoi) close to the line, but not so close as to cut the line 

away. Later they will saw just far enuf away to 



Y 



MECHANICAL SCIENCE METHODS 69 

permit of truing the end with plane or chisel. See 
that they realize that it is easier to saw close to the 
line than to saw at a distance from it and you will 
have little trouble about sawing later in the course. 

See Right Angle. The cause of not sawing at 
right angles to the surface of the piece is that the 
pupil looks down upon the saw instead of looking 
from one side at the angle made by the saw with the 
surface of the piece. If you succeed in getting the 
pupil to look for the right angle at the side of the 
saw he will have no difficulty in sawing well the first 
time he attempts to use a hand saw. This is not 
readily understaood by the pupil but a point that 
must be taught or there will be no end of trouble in 
sawing. 

Sawing Acrost. Another direction that the 
teacher will need to emphasize is that of keeping the 
handle of the saw much higher than the other end 
until the kerf is nearly low enuf at the back side. 
Whether this has been done or not can usually be 
determined by an examination of the kerf, a wide 
kerf indicating that the handle was lowered too 
rapidly. 

Later, as the pupils will have occasion to use the 
hand saw some will need to be cautioned to keep the 
saw at a considerable angle to the surface thruout 
the kerf. There is some tendency to use a hand saw 
in the same manner as a back saw, but this is very 
soon overcome. By actual tests it has been shown 



70 MECHANICAL SCIENCE METHODS 

that pupils who have learned to use the back saw 
will use the hand saw without any directions what- 
ever, often making the first kerf quite as staright and 
square with the surface as would be expected of a 
good mechanic. 

Recognize Success. If a pupil does satisfactory 
sawing, before completing the piece, allow him to 
proceed to the next lesson. If all the kerfs have 
been made at each J-inch and the work yet indicates 
that the lesson has not been learned, have lines 
drawn for sawing at J-inch spaces and continue the 
sawing until the lesson is mastered. There should 
be no excuse for any pupil not being able to saw 
fairly well before using all the f-inch lines. 

Remember that sawing as well as planing and 
other processes used in the study of Mechanical 
Science depend upon knowledge and understanding 
rather than practice. Give the pupils the motto 
"We learn to do by thinking" to replace the one of 
the bygone craftsmanship age of "We learn to do by 
doing". 

Learn by Study. It is not an uncommon oc- 
currence for a pupil to study the text so well as to 
saw practically perfect on the second or third line, 
and sometimes on the first altho never having had a 
saw in hand before. The essential of good teaching 
in Mechanical Science is to know that it is study 
instead of practice that is needed and then make all 
efforts and devices enforce the matter of study rath- 



~ 



MECHANICAL SCIENCE METHODS 71 

er than that of practice. That skill which comes 
from practice only is of very limited value except 
when acquired in ones permanent occupation. 

Many pupils come to the study of Mechanical 
Science with such wrong ideals and with so many 
thoroly fixed bad habits of work that it is difficult to 
properly direct their efforts. They cannot see why 
they should make any use of a book. They have by 
long experience been forced to believe that there is 
nothing in books for any purpose other than to be 
got to tell or make a bluff at telling to a teacher and 
therefore when in the shop why should they bother 
with a book. 

The way to overcome this rather reasonable be- 
lief as seen from the pupil's standpoint is to compell 
him to go to the text for the information he needs 
and see that he gets it all from the text and that he 
actually makes use of it in successfully doing his 
work. He will very soon learn that there are some 
books for his personal benefit and that they are his 
friends to be consulted in every need in the line for 
which they were intended. 

If necessary, take the piece away from the work- 
er and do not return it until a complete understand- 
ing of the lesson has been gained and proven by ex- 
plaining it to the teacher. In some cases it is best 
to have a complete synopsis written out by the 
pupil. 



72 MECHANICAL SCIENCE METHODS 



The Mechanical Science Series 

This series of texts presents the work of the 
school shop as a definite science rather than as 
tool processes or methods of making things. The 
entire course is arranged in definite divisions with 
each division arranged according to a definite and 
logical sequence based on the demonstration of 
the fundamental principles of working solid ma- 
terials. Altho this restricts the course to very 
definite portions of subject matter, yet this sub- 
ject matter may be studied and the necessary 
demonstrations made by use of a great variety of 
materials and projects. This variety is largely 
provided for by many suggestions in the texts as 
to modifications of designs, using of different 
woods and various methods of finishing. 

The important and especially interesting fact 
in regard to the Mechanical Science Series is 
that its proper use invariably yields results far 
beyond that of any other line of school shopwork. 
It not only results in a greater interest and far 
better executed projects, but also yields a value 
in preparing for industrial occupations that has 
not been approached by any other line of school 
shopwork. For complete information in regard 
to these texts, address, 

The Maudslay Press 

Valley City, North Dakota 



tk 



MECHANICAL SCIENCE METHODS 73 



Woodwork for the Grades 

This is the text to be used in beginning shop- 
work in Mechanical Science in whatever grade the 
work is begun in both grades and high school. 

This text contains a large variety of material so 
arranged as to afford opportunity for selecting ex- 
actly the right project for each pupil. There is no 
question but that in actual practice the use of this 
text leads to a more perfect adapting of work to 
individual pupil's needs than is possible with any 
other text or system of instruction It is a thoro- 
ly practical text and pupils who complete the work 
as given show exceptional interest and ability in 
doing work at home. No other text will compare 
with this one in giving power to do work w T ith tools 
outside of school as records of pupils show, prov- 
ing this to be a text of exceptional value in de- 
veloping initiative and industrial efficiency. 

The Mechanical Drawings are arranged and 
graded with great care so that the average boy will, 
in using the book, learn, without any special effort, 
to read drawings. The text contains many com- 
plete working drawings of projects from simple 
one-piece projects to chairs and tables. 



74 MECHANICAL SCIENCE METHODS 

Wood Finishing 

This text is a supplement to " Woodwork for 
the Grades" and should be used as a text by each 
pupil. It takes up in the order in which they oc- 
cur in the course the various problems in finishing. 

It first tells how to finish such woods as pine 
and basswood. and then the more difficult woods 
such as spruce and fir, and lastly, such fine cab- 
inet woods as oak and mahogany. 

It gives various methods of finishing such as 
shellac polishing, staining, oiling, and varnishing. 
Grinding finish with pumicestone and rottenstone 
is treated in a manner that the beginner can un- 
derstand. 

It is a beginner's book and, therefore, tells ex- 
actly how to proceed w T ith the first processes. 
These directions are not merely information in re- 
gard to processes but explanations as to how and 
why and are so complete that a pupil should be 
able, after doing the work as given in this text, 
to do a great variety of finishing on all classes of 
furniture. 

"How to teach Wood Finishing' ' is a similar 
text with some suggestions as to methods of teach- 
ing. On completion of the special text on "Me- 
chanical Science Methods" this text will be dis- 
continued. 



MECHANICAL SCIENCE METHODS 75 

Elementary Drawing 

This is a text based upon the problems in the 

shop course in Mechanical Science. Because of us- 

objects with which the pupils are familiar their 

entire efforts are applied to the study of drawing. 

9e of this, much more work is covered in a 

given time and the work is much better under- 

than has heretofore been usual. 

Part One 

Part One, now ready, covers the selecting of 
equipment, line conventions, laying out sheet, use of 
tools and the making of the most simple drawings^ 

Part Two 

Two will probably be ready in October and 
will cover in a very complete manner the theory of 
ort ! ojections and isometric. It will con- 

complete set of sample drawings, mostly act- 
ual reproductions of pupil's work supplying the 
;• as well as pupils with reasonable standards 
idy. Several of those drawings are for shop 
in constructing very desirable modifications of 
given in the text on cabinetwork. 
Other parts covering the remainder of the usual 
■«>1 work in mechanical drawing will follow. 



1 1 A 



76 MECHANICAL SCIENCE METHODS 



Elementary Cabinetwork 

This text, the fourth of The Mechanical Science 
Series, covers the first studies in cabinetwork. A 
large number of problems are given in a very com- 
plete manner. Many of the objects are shown in 
picture and in orthographic projection with details. 

There are many suggestions as to modifications 
and original designs with such complete information 
in the text on all details of construction as is needed 
to lead the pupil to individual effort. 

The text thruout emphasizes the doing of every 
part of the work accurately the first time, thus lead- 
ing to exceptional speed and that deep interest that 
comes from a realization of success and mastery. 

Home Mechanic's Book 

This text is especially useful for the home me- 
chanic as it gives in complete detail just the in- 
formation that is likely to be needed, and has a 
complete index that makes easy the finding of any 
information desired. 

This information in regard to laying out work, 
clamping parts together, finishing, making tops, 
making drawers, paneling etc., is in addition to 
the directions for making the various projects and 
the complete working drawings and pictorial illus- 
trations. 



1^^ 



' 



